東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching citizens: Exploring the rel...

Littenberg-Tobias, Joshua.

Linked to FindBook

Google Book

Amazon

博客來

Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics./
Author:	Littenberg-Tobias, Joshua.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688821
ISBN:	9781321676884

Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics.
Littenberg-Tobias, Joshua.

Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics. - 260 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Boston College, 2015.

This item must not be sold to any third party vendors.

Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills.

ISBN: 9781321676884Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics.
LDR:03163nmm a2200301 4500 001 2057916
005 20150622091144.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321676884
035 $a (MiAaPQ)AAI3688821
035 $a AAI3688821
040 $a MiAaPQ $c MiAaPQ
100 1 $a Littenberg-Tobias, Joshua. $3 3171810
245 1 0 $a Teaching citizens: Exploring the relationships between teacher professional learning, interactive civics, and student achievement on naep civics.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Laura M. O'Dwyer.
502 $a Thesis (Ph.D.)--Boston College, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills.
520 $a This study used data from the 2010 National Assessment of Educational Progress (NAEP) 8th grade civics assessment to analyze the relationships between teacher participation in professional learning, use of interactive instructional practices, and student achievement in civics. Participation in professional learning significantly predicted both interactive instruction and student achievement: a one standard deviation increase in professional learning was associated with a predicted .32 standard deviation increase in interactive instructional practices, and a predicted .045 standard deviation increase in student achievement. There was no significant difference between more traditional and communities of practice based forms of professional development in their relationships with interactive instructional practices and student civic achievement. Interactive instructional practices were also significantly associated with increases in student achievement on NAEP civics, but the effect size was small: a one standard deviation increase in interactive instruction was related to a predicted .03 standard deviation increase in student achievement. Moreover, the relationship between interactive instruction and student achievement was curvilinear; high levels of interactive instruction were associated with decreases in student achievement. The study did not find any evidence that teacher participation in professional learning increased the effectiveness of interactive instructional practices.
590 $a School code: 0016.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Policy. $3 1669130
690 $a 0288
690 $a 0458
710 2 $a Boston College. $b LSOE - Educational Research, Measurement and Evaluation. $3 3171811
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0016
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688821